Progressive Reforms

Standards

Michigan High School Content Expectations

Progressive Reforms

6.3.1 Social Issues – Describe at least three significant problems or issues created by America’s industrial and urban transformation between 1895 and 1930 (e.g., urban and rural poverty and blight, child labor, immigration, political corruption, public health, poor working conditions, and monopolies).

6.3.2 Causes and Consequences of Progressive Reform – Analyze the causes, consequences, and limitations of Progressive reform in the following areas: major changes in the Constitution, including 16th, 17th, 18th, and 19th Amendments• new regulatory legislation (e.g., Pure Food and Drug Act, Sherman and Clayton Anti-Trust Acts)• the Supreme Court’s role in supporting or slowing reform• role of reform organizations, movements and individuals in promoting change (e.g., Women’s Christian Temperance Union, settlement house movement, conservation movement, and the National Association for the Advancement of Colored People, Jane Addams, Carrie Chapman Catt, Eugene Debs, W.E.B. DuBois, Upton Sinclair, Ida Tarbell) • efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants.

Women's Suffrage

6.3.3 Women’s Suffrage – Analyze the successes and failures of efforts to expand women’s rights, including the work of important leaders (e.g., Susan B. Anthony, Elizabeth Cady Stanton) and the eventual ratification of the 19th Amendment.

Common Core State Standards

• RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
• RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
• RH 9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
• RH. 9-10.8 Assess the extent to which the reasoning and evidence in a text support the author's claims.
• RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
• SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
• SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
• WHST 9-10.2B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

C3 Framework

• D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
• D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced.
• D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
• D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.
• D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
• D2.His.17.9-12. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy.
• D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, technical).
• D4.3.9-12. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

Module Compelling Question: What is the price of "progress"?

Supporting Questions

How do people affect change in their society?

How do challenges lead or force people to change?

Did the concentration of wealth in the hands of a few industrialists threaten American ideals of equality?

What were the arguments for and against suffrage in the late 19th and early 20th centuries?

What tactics did women use to achieve women’s suffrage?

Why were African-American women left out of the suffrage movement?

Instructional Materials/Texts

Progressive Reforms

1. Defining Progressivism

Standards: RH 9-10.4, RH 9-10.6

Learning Target(s):

• I can explain what it means to be “progressive.”
• I can analyze an author’s claim to determine their point of view.

Supporting Question: How progressive was the Progressive Era?

• Defining Progressivism Lesson
• Lesson Slides

2. Chronological Reasoning: The Pure Food and Drug Act

Standard: RH 9-10.3

Learning Target: I can organize primary source documents in the order of their occurrence by “thinking like a historian”.

Supporting Questions: How do people affect change in their society? How challenges lead or force people to change?

• Chronological Reasoning: Pure Food & Drug Act
• Teacher Guide

3. A Living Wage

Standard: RH 9-10.6

Learning Target: I can compare & contrast a progressive reformer’s argument about a living wage with Senator Bernie Sanders’ argument.

Supporting Question: Is a living wage a natural right or a liberty?

• Primary Source Document Analysis: Living Wage
• Teacher Guide

4. Civil Rights in the Progressive Era

Standards: RH 9-10.6, 9-10.8, WHST 9-10.2B

Learning Targets:

• I can analyze primary source documents written by Booker T. Washington and W.E.B. DuBois to determine their individual philosophies on education and labor practices.
• I can defend a position with sources and facts concerning the following question: “Who was a stronger advocate for the African-American community, Booker T. Washington or W.E.B Dubois?

Supporting Question: Who was a stronger advocate for African-Americans, Booker T. Washington or W.E.B. DuBois?

• Civil Rights in the Progressive Era: W.E.B Dubois vs. Booker T. Washington
• Lesson Slides

5. Evaluating the Effectiveness of Progressive Era Reform Movements

Standards: RH 9-10.9, WHST 9-10.2B

Learning Target: I can make a claim supported with evidence about the effectiveness of the Progressive Era Reforms.

Supporting Question: How successful were progressives in provoking political, social, economic, and environmental reforms?

• DUSH-Progressive Reforms Lesson
• Lesson Slides

Women's Suffrage

6. Introduction-Close Read: Ain't I a Woman

Standards: RH 9-10.2, 9-10.8

Learning Target: I can determine Sojourner Truth’s point of view in the ”Ain’t I a Woman?” speech and explain her purpose for writing the text.

Supporting Questions: What was Truth's purpose for delivering her speech? What argument is Truth trying to make with her question, “Ain’t I a Woman?”

Close Read: Ain't I a Woman?

7. Women's Suffrage Document Analysis

Standards: RH 9-10.6, 9-10.9

Learning Target: I can compare and contrast the arguments for and against women’s suffrage in the late 19th & early 20th centuries.

Supporting Question: What were the arguments for and against suffrage in the late 19th and early 20th centuries?

• Women's Suffrage DBQ
  • Teacher Guide

8. Close Read: The Nineteenth Amendment

Standards: RH 9-10.2, 9-10.6

Learning Target: I can compare & contrast NAWSA & the NWP’s strategies to achieve women’s suffrage.

Supporting Question: What tactics did women use to achieve women’s suffrage?

• Close Read: The 19th Amendment
  • Teacher Guide

9. Women's Suffrage: Race and Class

Standards: RH 9-10.6, SL 9-10.1, 9-10.3

Learning Targets:

1. I can analyze primary source documents to determine reasons why leaders of the woman’s suffrage movement wanted to distance themselves from the “Negro question.”
2. I can examine arguments for and against the woman’s suffrage movement supporting African -American voting rights by participating in a class debate.
3. I can participate in a collaborative text-based discussion with my peers.

Supporting Question: Why were African-American women left out of the suffrage movement?

Woman's Suffrage: Race & Class Lesson

Debate Preparation Organizers